Mount Holyoke College - Llamarada Yearbook (South Hadley, MA)

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l In accepting a position as a physics teacher in Liberal Arts college for women, instead of going to large university or research laboratory, I acted on thrt fundamental convictions which I hold and which, hope, form the basis for my approach to the details my job: CU Liberal Arts education is an exploration into tl realm of ideas, their origins, their history, and the importance in providing the foundations for o' culture. In its ideal form its aim is the developme of whole persons, prepared to face intelligent and creatively whatever problems the world presen to the individual. C25 Physical science Cas that body of fact and theoi by which we attempt to make sense out of and some extent to control our experiences of the phy ical worldj must obviously be an important pa of such an educational experience. C39 The need and capacity for such educational ez perience exists for men and women alike. I a convinced that the education of women in the sc ences, many as specialists to occupy key position in the professions, is an absolute must for ou society. I feel that physics can be an enjoyabl entirely possible subject for women in college ar that those who choose to major in the subje can, if they wish, look forward to personally ar professionally rewarding careers in the held. It is thus with pride and determination that I espoui and serve the cause of the best possible scientific educ tion for women lj Homer C. Wilkii E 2

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s 5 5 Members of the Class of 1964: n each college generation, two expressions are per- rial: the real world and the outside world. The 1 implies to some of us an artificiality in the college rience and the second an institutional situation which one eventually escapes. Both, of course, e elements of truth in them, but I wonder if, after a de of post-graduate living, these expressions will so accurately to describe the college years. Dne of the greatest pleasures of teaching is to be able ollow you into the real world and to learn of your 'ire development when we meet in the years to come. ability to do this will depend on your keeping in ch. We hope then that we may continue to be of stance to you in any of the numbers of ways your in the real worldl, may dictate. In the meantime, the best of good wishes lj John Lobb .16-ff l By the time you read this various inspirational speakers will have told you: You are standing on the frontier of a new age-charge! g or perhaps they will have said, The world is yours-take it!,'g or else they have urged you to be a contributing member of your community and join the Parent-Teachers, Association Cnote, however, that this organization is not called the T.P.A.-so be sure to start out on the right sidej. As for me, I would only cite as authorization for whatever you want to do the Renaissance poet, Pierre de Ronsard: Cueillez des aujourdlhui les roses de la vief' E1 William S. Bell w J-

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l Before going to college I used to wonder why graduation exercises were called Commencement Now I am very conscious of the way in which these exercises are a beginning. Not because present-day stu- dents-for all their initial eagerness to board this special train-often chafe at the measured space and pace of those four years and can hardly wait to get off and out into the world, but rather because l hope that while aboard the students have taken in certain Vistas which will remain a part of their inner landscape. I should wish them to have gained a lively sense of the unity and continuity of things, to be aware of the clear if unfanthomable anal- ogies between growth of a plant, a crystal, a work of art, a human life, a healthy social order, and their own ties to all of these: namely, our profound individual and collective relationship to nature, to the past and the future, as a setting for the present. I should wish them to have developed a critical appreciation for that uniquely human gift, the written and spoken word. I want them to be excited and caught up by quality of form, substance, pithiness, and creative, imaginative force as much as I hope they will be irritated by folderol, jargonese, wishy-washy bombast or cant. I should wish them to acquire and keep alive the ability to wonder and admire, to be intellectually curious, surprised, moved. I hope that increase of knowledge will increase rather than diminish this return. I trust they will see their diplomas as transfer tickets to that Ever-Ever-Land of intellectual freedom, the community of those who know how to value facts in terms of ideas lj Edith A. Runge Perhaps there is no occasion, during a student's undergraduate career, when :'s ego-image is more at stake than when one undertakes student-teaching. Why his so? Well, perhaps because when we teach others, we confront, not a roomful school children, but ourselves: we see in their faces, we observe in their responses l behavior a reflection-as in a muddied mirror-of our own hopes, our own looks upon life, even our own frailties and inadequacies. Thus in an important, l hopefully not a selfish, sense, we who teach, and we who one day may teach, lcate not only others but also ourselves. Teach, then, that ye may be taught, and ye judge thy pupils, judge thyself lj John Osgood ELl,zFLfz.'?uM